Professor Attitude: Its Effect on Teaching Evaluations

Abstract

A newly constructed attitude questionnaire was distributed to 1,504 students in 76 classes in conjunction with a regular instructor evaluation form to determine if the attitude of the professor, as perceived by the student, plays a significant role in the performance rating of professors. It was found to do so, and 10 Commandments are presented to improve a professor’s attitude. Four significant factors (Attitude, Presentation Skills, Reliability, and Learning Skills) were identified that are correlated with overall teaching effectiveness.

Objective outcome evaluation of a leadership and intrapersonal development subject for university students

“…In the Course Experience Questionnaire, Waugh [22] identified 6 dimensions, including student support, learning resources, learning community, intellectual motivation, course organization, and graduate qualities. Finally, Kim et al [23] proposed 8 broad dimensions cognitive-behavioral competence; thus, another composite score based on 8 cognitive-behavioral measures was created. Analyses showed that there was significant difference between these two groups at the posttest.…”

Student Satisfaction with Online Learning: Is it a Psychological Contract?

“…This work has been a natural extension of inquiry into student satisfaction in higher education (Abrami & d'Apollonia, 1991;Feldman, 1976;Feldman, 1993;Greenwald & Gilmore, 1997;Kim, Damewood & Hodge, 2000;Marsh & Roche, 1997;McKeachie, 1997). While prior studies have focused primarily on face-to-face teaching environments, online learning has provided a new dynamic and has re-energized interest in the topic.…”

Promoting leadership and intrapersonal competence in university students: what can we learn from Hong Kong?

“…Waugh (20) advised six dimensions, including student support, learning resources, learning community, intellectual motivation, course organization, and graduate qualities dimensions in the Course Experience Questionnaire. Kim et al (21) suggested eight broad dimensions underlying course evaluation, including teacher character traits, management of the class, assignments, course design, testing, grading, feedback, and course materials. Finally, Spooren et al (22) developed a theory on teaching quality with eight dimensions and 22 sub-dimensions.…”